NERU MAY ideas
What is the difference between critical students who completed the former thinking skills of baccalaureate nursing curriculum and those who completed the revised curriculum that promotes critical thinking? NERU may meeting question
Method
A pretest-posttest, nonequivalent control group design was used for the study. The groups consisted of naturally assembled classes of nursing students. The control group was the last class to have completed
the baccalaureate curriculum before revision. The experimental groups were the first two classes of students to complete the revised baccalaureate curriculum.
Picture of Norwegian clinical learning laboratories for undergraduate nursing students
Sally J. Wellard a,*, Betty-Ann Solvoll b, Kristin M. Heggen
Nurse Education in Practice (2009) 9, 228–235
Need for research on transfer of knowledge and skills between the different sites (academy, clinical settings, and laboratories) is identified. (Wellard, Solvoli, & Heggen, 2009) Case studies have been extensively used in education, psychology, as well as business administration (Banister, 2008). The case study reported here is a descriptive study where we are drawing a picture of what types of teaching and learning activities are enacted in laboratories and how do teachers reflect and argue on the use and effectiveness of laboratory learning in the Norwegian context.
Little consensus or empirical evidence to guide pedagogical approaches to support students developing nursing knowledge and transferring that knowledge to clinical practice.
There are clearly many areas in need of investigation related to laboratory learning. A few are mentioned here: what sort of simulation promotes integration of knowledge rather than separation of the intellectual, physical and ethical aspects of knowledge for practice; does laboratory learning support transfer of knowledge by students from the classroom to the clinical setting; how do we address the challenge from industry to increase work readiness?
Phase I. Gaining insight into the students’ PBL experiences and perceptions of learning: (Chung and Chow. 2004
To examine the students’ comments and feedback on their learning experience through the PBL methodology.
Promoting student learning through PBL
To understand students’ perceptions of learning and study as a student occupation.
Instruments: Study Process Questionnaire (SPQ; Biggs, 1987) and the Inventory of Learning Preferences (ILP; Moore et al. , 1989) were used to gauge whether students demonstrated any changes in learning approaches and learning preferences prior to and after the PBL experience. The SPQ, developed based on the motive-strategy congruence theory, examined students’ predisposition towards learning (Biggs, 1993). The ILP was developed to study students’ preference for course structure, content, delivery, assessment and peer interaction.
The Model of Human Occupation (MOHO;Kielhofner, 1995) was adopted as the framework to analyse the qualitative data. The qualitative data showed that the students had acquired some learning skills such as developing strategies for the systematic searching and reviewing of literature, brainstorming and discussing ideas with regard to the problems, lateral thinking, organizing materials for presentation and, through the experience of group-work, listening to and analysing the ideas of their peers. However, the students stated that they were not certain about the breadth and the depth of the study, that they felt stressed because of a high demand on their study time, that they were not confident about learning from their peers and that they lacked control over what they wanted to learn from the problem cases. A detailed analysis of this qualitative data was presented and discussed in an earlier report (Chung & Chow, 1999).
Chung, Jenny C. C. and Chow, Susanna M. K.(2004) 'Promoting student learning through a student centred problem-based learning subject curriculum', Innovations in Education and Teaching International, 41: 2, 157 —168 To link to this Article: DOI: 10.1080/1470329042000208684
URL: